tassp spring 2014 tori mitchell, esc 17 specialist ty duncan, esc 17 coordinator overview of 2014...

TASSP Spring 2014

Tori Mitchell, ESC 17 SpecialistTy Duncan, ESC 17 Coordinator

Overview of 2014

Accountability

http://www.esc17.net/default.aspx?name=blog.instructionalleaders



Final Phase In for 2014!Subject Phase

1Phase

2Final

ReadingGrade 3 50% 65% 75%Grade 4 55% 66% 77%Grade 5 57% 67% 78%Grade 6 56% 67% 77%Grade 7 54% 66% 76%Grade 8 54% 65% 75%

Math Grade 3 59% 72% 83%

Grade 4 60% 73% 81%Grade 5 54% 66% 78%Grade 6 42% 58% 71%Grade 7 43% 56% 67%Grade 8 39% 52% 63%

ScienceGrade 5 59% 70% 80%Grade 8 52% 63% 72%

Social Studies

Grade 8 50% 62% 73%

WritingGrade 4 52% 61% 68%Grade 7 56% 64% 72%

Staying at Phase-In 1 in 2014!!

Subject Phase 1 Phase 2 Final

Reading

English I Reading

54% 61% 66%

English II Reading

54% 59% 63%

English I Writing

63% 68% 71%

English II Writing

68% 73% 76%

Math

Algebra I 37% 50% 63%

ScienceBiology 37% 48% 61%

Social Studies

U.S. History 41% 53% 65%

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2013 and 2014 Index Targets for Non-AEA Campuses and Districts

Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting

To receive a Met Standard rating, non-AEA campuses and districts had to meet the following accountability targets on all indexes for which they had performance data in 2013.2014 Index targets will be based on recommendations from accountability advisory groups and will be finalized by the commissioner in spring 2014.

Performance Index Non-AEA Campuses2013 2014

Non-AEA Districts2013 2014

Index 1: Student Achievement 50 TBD 50 TBD

Index 2: Student Progress

High Schools: 17

TBD 21 TBDMiddle Schools: 29

Elementary Schools: 30

Index 3: Closing Performance Gaps 55 TBD 55 TBD

Index 4: Postsecondary Readiness 75 TBD 75 TBD

Index 1: Student Achievement

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Index 1: Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students.

Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.

Student Group: All Students.

Performance Standards: Phase-in 1 Level II (Satisfactory).


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Example: 2013 Index 1

Reading Mathematics Writing Science SocialStudies Total

% Met Phase-in 1

Level IIIndex Points

Students Met or Exceeded Phase-in 1 Level II

50 + 38 + 19 + 10 + 19 = 136

45% 45Students Tested 100 + 100 + 42 + 40 + 23 = 305

Index 1 Score 45

Index 1: Construction

Since Index 1 has only one indicator, the Total Index Points and Index Score are the same: Index Score = Total Index Points. Total Index Points is the percentage of assessments that meet the Phase-in 1 Level II Standard.

Each percent of students meeting the Phase-in 1 Level II performance standard contributes one point to the index. Index scores range from 0 to 100 for all campuses and districts.


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2013


Student Groups: All Students.


STAAR End-of-Course (EOC) Assessments (15 total):

English l – Reading; English ll – Reading; English lll – Reading

English l – Writing; English ll – Writing; English lll – Writing

Algebra l; Geometry; Algebra ll

Biology; Chemistry; Physics

World Geography; World History; US History

English Language Learners (English and Spanish tests):

Students in US schools Year 1 - Year 3 excluded Students in US schools Year 4 and beyond included



Index 1: 2013 vs. 2014 Comparison

Proposed 2014


Student Groups: All Students.


English Language Learners (English and Spanish tests):

Students in US schools Year 1 excluded

STAAR EOC Assessments (5 total):

English l (combined tests); English ll (combined tests) beginning in spring 2014

Algebra l

Biology

US History

Students in US schools Year 2 and beyond included

Shaded areas are new for 2014

ELL Progress Measure included for those tested in English

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Index 2: Student Progress focuses on actual student growth independent of overall achievement levels for each race/ethnicity student group, students with disabilities, and English language learners.

By Subject Area: Reading, Mathematics, and Writing (for available grades).

Points based on weighted performance: One point given for each percentage of tests at the Met progress level. Two points given for each percentage of tests at the Exceeded progress level.

Additional progress measures in 2014: STAAR-M, STAAR-Alt, and ELL. Additional progress measures in 2014: STAAR-M, STAAR-Alt, and English Language Learners (ELL).


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Progress Measures by Subject Area and School Type

2013

Elementary School Middle SchoolHigh School

READINGGr. 4 Reading Gr. 6 Reading English l ReadingGr. 5 Reading Gr. 7 Reading English ll Reading

- Gr. 8 Reading -

- English l Reading-

MATHEMATICSGr. 4 Mathematics Gr. 6 Mathematics Algebra lGr. 5 Mathematics Gr. 7 Mathematics -

- Gr. 8 Mathematics-- Algebra l -

WRITING

- -English ll Writing

Proposed 2014

Elementary School Middle SchoolHigh SchoolREADINGGr. 4 Reading Gr. 6 Reading -

Gr. 5 Reading Gr. 7 Reading -

- Gr. 8 Reading-- -

-MATHEMATICS

Gr. 4 Mathematics Gr. 6 Mathematics Algebra l

Gr. 5 Mathematics Gr. 7 Mathematics-- Gr. 8 Mathematics

-- Algebra l

-WRITING

- --


STAAR Weighted Progress Rate

AllStudents

African Amer.

Amer. Indian Asian Hispanic Pacific

Islander WhiteTwo or MoreRaces

ELL Special Ed.

Total Points

Max.Points

Example Calculation for Reading Progress Number of Tests

100 50 40 30

Performance Results: Met or Exceeded Progress Number Percent

8080%

4080%

40100%

2067%

Exceeded Progress Number Percent

2020%

2040%

3075%

517%

Reading Weighted Progress Rate 100 120 175 84 479 800

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Index 2: 2013 Construction – Table 1



STAAR Weighted Progress Rate

All Students

African Amer.

Amer. Indian Asian Hispanic Pacific

Islander WhiteTwo or More Races

ELL Special Ed.

Total Points

Max.Points

ReadingWeighted Progress 100 120 175 84 479 800

MathematicsWeighted Progress 85 98 150 160 493 800

WritingWeighted Progress 140 170 310 400

Total 1282 2000

Index 2 Score (total points divided by maximum points) 64

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Index 3: Closing Performance Gaps


2013

Points based on STAAR performance:

Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.

By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.

Student Groups:

Economically Disadvantaged Lowest Performing Race/Ethnicity:

The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2012 assessment results.

Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups.

Proposed 2014

Points based on STAAR performance:

Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.

Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.

By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.

Student Groups:

Economically Disadvantaged Lowest Performing Race/Ethnicity:

The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2013 assessment results.

Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.


Select the two lowest performing student groups if both the prior year reading and mathematics subject area test results each have at least 25 tests.

Region 17 Level III Performance

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STAAR Weighted Performance Rate

Economically Disadvantaged

Lowest Performing Race/Ethnic Group - 1


Total Points

MaximumPoints

Example Calculation for Reading Weighted Performance Number of Tests

80 40 25

Performance Results: Phase-in 1 Level II Satisfactory and above Number Percent

80100%

2050%

25100%

Level III Advanced Number Percent

4050%

00%

25100%

Reading Weighted Performance Rate 150 50 200 400 600


STAAR Weighted Performance Rate

Economically Disadvantaged



Total Points

MaximumPoints

Reading Weighted Performance 150 50 200 400 600

Mathematics Weighted Performance 125 100 90 315 600

Writing Weighted Performance 80 90 125 295 600

Science Weighted Performance 120 40 90 250 600

Social Studies Weighted Performance 50 40 80 170 600

Total 1430 3000

Index 3 Score (total points divided by maximum points) 48

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Index 4: Postsecondary Readiness


Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, or the military; and the role of elementary and middle schools in preparing students for high school.

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Index 4: Postsecondary Readiness

2013 Graduation Score: Combined performance across the

graduation and dropout rates for:

Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or

Grade 9-12 Five-Year Graduation Rate for All Students and all student groups, whichever contributes the higher number of points to the index.

RHSP/DAP Annual Graduates: All Students and race/ethnicity student groups.

2014 Graduation Score: Combined performance across the

graduation and dropout rates for:

Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or

Grade 9-12 Five-Year Graduation Rate for All Students and all student groups, whichever contributes the higher number of points to the index.

RHSP/DAP Graduates Based on Longitudinal Cohort: All Students and race/ethnicity student groups.

STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.

Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)

Texas Success Initiative college readiness benchmarks.

Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.

Index 4: 2013 vs. 2014 Comparison



STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.

Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)

Texas Success Initiative college readiness benchmarks.

Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.

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Ind

ex 4

: Posts

econ

dary

Read

iness

IndicatorAll

Students

African

Amer.

Amer. Indian

Asian

Hispanic

Pacific

Islander

White

Two or

MoreRaces

ELLSpecial Ed.

Total Point

s

Max.Poin

ts

STAAR ScoreSTAAR % MetFinal Level ll onOne or More Tests

29% 16% 40% 23% 38% 36% 182 600

STAAR Score (STAAR total points divided by maximum points) 30

Graduation Score (Gr. 9-12)4-yr. graduation rate

84.3% 78.8% 78.8% 91.6% 86.0% 44.2% 69.8% 533.5 700

5-yr. graduation rate

85.1% 78.8% 80.0% 92.1% 84.0% 48.9% 77.5% 546.4 700

Highest Graduation Total 546.4 700Graduation Score (best of total graduation points divided by maximum points) 78.0

RHSP/DAP Score4-yr. graduationPercent RHSP/DAP

82.7% 76.4% 83.6% 83.0% 325.7 400

RHSP/DAP Score (best of total RHSP/DAP points divided by maximum points) 81.4

Postsecondary/College-Ready Graduates ScoreCollege-Ready Graduates either subject (ELA or Math)

82.0% 72.0% 78.0% 89.0% 321.0 400

College-Ready Score (total points divided by maximum points) 80.2

Overall Index ScoreSTAAR Score 30.0

Multiply

byWeight

Graduation Score

78.0

RHSP/DAP Score

81.4

College-Ready Score

80.2

Index Score (sum of weighted index scores)


Level II Final Region 1719

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2013 and 2014 Index Targets for Non-AEA Campuses and Districts


To receive a Met Standard rating, non-AEA campuses and districts had to meet the following accountability targets on all indexes for which they had performance data in 2013.2014 Index targets will be based on recommendations from accountability advisory groups and will be finalized by the commissioner in spring 2014.

Performance Index Non-AEA Campuses2013 2014

Non-AEA Districts2013 2014

Index 1: Student Achievement 50 TBD 50 TBD


High Schools: 17

TBD 21 TBDMiddle Schools: 29

Elementary Schools: 30

Index 3: Closing Performance Gaps 55 TBD 55 TBD

Index 4: Postsecondary Readiness 75 TBD 75 TBD

8th Grade Algebra I Double Testing? TEA is waiting for a final decision from the

USDE on the double-testing waiver described in the November 6, 2013 correspondence to the department.

TEA will inform all districts about testing policies and use of these results in 2014 accountability as soon as possible following receipt of USDE’s decision.

How it is used in Accountability 2014 is still a decision. What is the high school math requirement for student who has met requirement in Middle School?

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Pending Topics for 2014 Accountability

Issue

It is not possible to define targets for 2014 based on Index 2 scores because the 2014 scores will include additional progress measures for students tested on the STAAR M and STAAR Alt assessments and for English language learners.

Current ATAC Proposal

Set Index 2 targets at or about the 5th percentile by campus type, as determined by the 2013-14 student progress measure. This recommendation is consistent with the method used in 2013.


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Issue

Index 2 at the high school level will be based on two assessments: • Reading – STAAR Alternate in English and English ll• Mathematics – Algebra l

The limited number is due to a reduction in the number of EOC tests and the creation of a combined English l and English ll test for spring 2014.


Suspend inclusion of Index 2 from state accountability results for high schools/secondary campuses in 2013-14.


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Issue

STAAR English I and II reading and writing assessments were administered as separate assessments in July 2013 and Fall 2013 and will be administered as a single English I and II assessment beginning in spring 2014.


Exclude the results from the separate English I and English II reading and writing assessments administered in summer 2013 and fall 2013.


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Issue

Assignment of weights to four components of Index 4: Postsecondary Readiness: STAAR performance at the final Level II standard, longitudinal graduation rates, longitudinal RHSP/DAP rates, and College-Ready Graduates indicator.


APAC members will review the following recommended component weights from the ATAC: • STAAR performance (35%);• Longitudinal graduation rates (35%);• Longitudinal RHSP/DAP rates (15%); and• College-Ready Graduates indicator (15%).


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Issue

Development of Postsecondary Readiness distinction designations for districts.


Apply a district-level methodology based on the campus postsecondary distinction evaluation.

Set a target on the percent of district-wide postsecondary distinction indicators across all eligible campus-level indicators that attain the top 25% (top quartile) of their campus comparison group.


tassp spring 2014 tori mitchell, esc 17 specialist ty duncan, esc 17 coordinator overview of 2014...

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